Cumincad : CUMINCAD Papers : Search Results

CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

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_id	ecaade2012_240
id	ecaade2012_240
authors	Hradecny, Martin; Kolár, Zdenek
year	2012
title	Design Process in the Stage of Changes: Architects Learning New Role
doi	https://doi.org/10.52842/conf.ecaade.2012.2.201
source	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejovska, Dana (eds.), Digital Physicality - Proceedings of the 30th eCAADe Conference - Volume 2 / ISBN 978-9-4912070-3-7, Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, pp. 201-209
wos	WOS:000330320600020
summary	Many researchers spent time analyzing design process, some of them were focused even on architectural design. Many of them presented possible views how to understand (architectural) design. They try to fi nd universal description of what design might be and how and what principles it uses. Concern in their approach is given on „conceptual“ stage of the design process, or simply all design process is referred as conceptual, with some features of „product“ design. That is an aspect, which we, as practitioners, see from a slightly different point of view. It relates to what we consider to be architecture. In our point of view architecture is completed building.
keywords	Design process; design phases; project team
series	eCAADe
email
last changed	2022/06/07 07:50

_id	ecaade2012_129
id	ecaade2012_129
authors	Kocaturk, Tuba ; Balbo, Riccardo ; Medjdoub, Benachir ; Veliz, Alejandro
year	2012
title	An Innovative Approach to Technology Mediated Architectural Design Education: A Framework for a Web-Based Socio-Cognitive Eco-system
doi	https://doi.org/10.52842/conf.ecaade.2012.1.055
source	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejovska, Dana (eds.), Digital Physicality - Proceedings of the 30th eCAADe Conference - Volume 1 / ISBN 978-9-4912070-2-0, Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, pp. 55-65
wos	WOS:000330322400005
summary	Learning in architecture has shifted from an individual focused approach to a larger system of interacting individuals in a situated, tool-mediated and socio-technical context. In addition to developing essential skills to work with diverse design software and taking part in collaborative design activities, learners also need to be equipped with competencies that will allow them to operate intelligently outside of situations of distributed cognitions. The challenge in present educational climate is to develop pedagogical approaches where situations of distributed cognition are not the ends themselves but are the means for improving mastery of solo competencies. The paper contributes to the current discussion about the need to re-orient architectural education and proposes a pedagogical framework for the development of a new web-based teaching/learning environment (socio-cognitive eco-system) as an integrated platform to support both autonomous and distributed learning.
keywords	Technology-mediated learning; distributed cognition; design pedagogy; digital design education
series	eCAADe
email
last changed	2022/06/07 07:51

_id	caadria2014_057
id	caadria2014_057
authors	Nakapan, Walaiporn
year	2014
title	Mobile Learning in a History of Art and Architecture Classroom
doi	https://doi.org/10.52842/conf.caadria.2014.761
source	Rethinking Comprehensive Design: Speculative Counterculture, Proceedings of the 19th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2014) / Kyoto 14-16 May 2014, pp. 761–770
summary	This paper presents a pilot project, using mobile devices in a History of Art and Architecture classroom to enhance instructor-student classroom interactions and student learning. At our Faculty of Architecture this particular class has a usual high failure rate (26% F in 2012). It is a compulsory course for architecture students, some of them are required to take this course twice or more before they can graduate. Traditional learning is lecture-based, and students studying toward their tests are often overloaded with information. In June 2013, Rangsit University initiated a new policy to provide tablets to every freshmen; around 7,200 tablets were distributed campus-wide (Samsung Galaxy Note 10.1 with S-pen). Toward the end of the class, the students were asked to complete a questionnaire in order to find out what they think about mobile learning. Typically, students are quite satisfied, and give positive feedback in their comments. The experience gained from this pilot project will be extended to other classes.
keywords	Design education; Mobile learning; History of Art and Architecture
series	CAADRIA
email
last changed	2022/06/07 07:59

_id	ecaade2012_002
id	ecaade2012_002
authors	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejdan, Dana (eds.)
year	2012
title	Physical Digitality
doi	https://doi.org/10.52842/conf.ecaade.2012.2
source	Proceedings of the 30th International Conference on Education and research in Computer Aided Architectural Design in Europe - Volume 2 [ISBN 978-9-4912070-3-7], Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, 714 p.
summary	Physical Digitality is the second volume of the conference proceedings of the 30th eCAADe conference, held from 12-14 september 2012 in Prague at the Faculty of Architecture of Czech Technical University in Prague. The companion volume is called Digital Physicality. Together, both volumes contain 154 papers that were submitted to this conference. Digitality is the condition of living in a world where ubiquitous information and communication technology is embedded in the physical world. Although it is possible to point out what is “digital” and what is “real,” the distinction has become pointless, and it has no more explanatory power for our environment, buildings, and behaviour. Material objects are invested with communication possibilities, teams are communicating even when not together, and buildings can sense and respond to the environment, each other, and to inhabitants. Digital is no longer an add-on, extra, or separate software. Reality is partly digital and partly physical. The implication of this condition is not clear however, and it is necessary to investigate its potential. New strategies are necessary that acknowledge the synergetic qualities of the physical and the digital. This is not limited to our designs but it also infl uences the process, methods, and what or how we teach. The subdivision of papers in these volumes follow the distinction made in the conference theme. The papers in Physical Digitality have their orientation mainly in the physical realm, and reach towards the digital part. It has to be granted that this distinction is rather crude, because working from two extremes (digital versus physical) tends to ignore the arguably most interesting middle ground.
keywords	Digital physicality; physical digitality
series	eCAADe
email
last changed	2022/06/07 07:49

_id	ascaad2012_022
id	ascaad2012_022
authors	Borham, Ahmad; Lobna Sherif and Osama Tolba
year	2012
title	Resilient Rules - Culture and Computation in Traditional Built Environments
source	CAAD \| INNOVATION \| PRACTICE [6th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2012 / ISBN 978-99958-2-063-3], Manama (Kingdom of Bahrain), 21-23 February 2012, pp. 211-221
summary	This study explores the influence of the socio-cultural rules, based upon Islamic jurisprudence (fiqh), on the complexity of the traditional built environment. This system of rules organized the societal activities, including decisions and activities related to design and construction in the Arab-Islamic city. Considering the city as a complex system, the study will try to show how this rules system made the Arab-Islamic city resilient and adaptive. Complex Adaptive Systems (CAS) are non-linear, self-organizing systems that have the ability to adapt to changing conditions through changing the rules that organize the random autonomous interactions between agents in the environment. This adaptation takes place through gradual gained experience that is reflected in the behavior of agents. This study attempts to interrelate different bodies of literature (Complexity/Chaos theory and built environment studies) in a single framework that aims to show that the socio-cultural rules system based on fiqh was a major factor in the resilience of the traditional built environment. These interrelations are illustrated using a graph called Computational Rules Graph (CRG). The CRG relates the traditional rules system to attributes of complex systems in a graph that can be modeled computationally. Traditional rules (codes of conduct) are proscriptive (non-deterministic), defining what is prohibited, thereby producing autonomous environments where agents had control over their immediate environment. In comparison, contemporary rules of the built environment (building codes) are prescriptive (deterministic), subscribing definite actions that need to take place by the stake-holder (agent) neglecting user needs and preferences. The application of these traditional rules system increased the agent’s autonomy and freedom of action. It also helped establish stronger social networks among agents, which resulted in a resilient environment.
series	ASCAAD
email
more	http://www.ascaad.org/conference/2012/papers/ascaad2012_022.pdf
last changed	2012/05/15 20:46

_id	ascaad2012_003
id	ascaad2012_003
authors	Elseragy, Ahmed
year	2012
title	Creative Design Between Representation and Simulation
source	CAAD \| INNOVATION \| PRACTICE [6th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2012 / ISBN 978-99958-2-063-3], Manama (Kingdom of Bahrain), 21-23 February 2012, pp. 11-12
summary	Milestone figures of architecture all have their different views on what comes first, form or function. They also vary in their definitions of creativity. Apparently, creativity is very strongly related to ideas and how they can be generated. It is also correlated with the process of thinking and developing. Creative products, whether architectural or otherwise, and whether tangible or intangible, are originated from ‘good ideas’ (Elnokaly, Elseragy and Alsaadani, 2008). On one hand, not any idea, or any good idea, can be considered creative but, on the other hand, any creative result can be traced back to a good idea that initiated it in the beginning (Goldschmit and Tatsa, 2005). Creativity in literature, music and other forms of art is immeasurable and unbounded by constraints of physical reality. Musicians, painters and sculptors do not create within tight restrictions. They create what becomes their own mind’s intellectual property, and viewers or listeners are free to interpret these creations from whichever angle they choose. However, this is not the case with architects, whose creations and creative products are always bound with different physical constraints that may be related to the building location, social and cultural values related to the context, environmental performance and energy efficiency, and many more (Elnokaly, Elseragy and Alsaadani, 2008). Remarkably, over the last three decades computers have dominated in almost all areas of design, taking over the burden of repetitive tasks so that the designers and students can focus on the act of creation. Computer aided design has been used for a long time as a tool of drafting, however in this last decade this tool of representation is being replaced by simulation in different areas such as simulation of form, function and environment. Thus, the crafting of objects is moving towards the generation of forms and integrated systems through designer-authored computational processes. The emergence and adoption of computational technologies has significantly changed design and design education beyond the replacement of drawing boards with computers or pens and paper with computer-aided design (CAD) computer-aided engineering (CAE) applications. This paper highlights the influence of the evolving transformation from Computer Aided Design (CAD) to Computational Design (CD) and how this presents a profound shift in creative design thinking and education. Computational-based design and simulation represent new tools that encourage designers and artists to continue progression of novel modes of design thinking and creativity for the 21st century designers. Today computational design calls for new ideas that will transcend conventional boundaries and support creative insights through design and into design. However, it is still believed that in architecture education one should not replace the design process and creative thinking at early stages by software tools that shape both process and final product which may become a limitation for creative designs to adapt to the decisions and metaphors chosen by the simulation tool. This paper explores the development of Computer Aided Design (CAD) to Computational Design (CD) Tools and their impact on contemporary design education and creative design.
series	ASCAAD
email
more	http://www.ascaad.org/conference/2012/papers/ascaad2012_003.pdf
last changed	2012/05/15 20:46

_id	caadria2012_123
id	caadria2012_123
authors	Urvi, Sheth
year	2012
title	Parametricism: Indian social need in complexity and chaos
doi	https://doi.org/10.52842/conf.caadria.2012.433
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 433–442
summary	Indian society living in its physical context and administrative boundaries is complex. The contemporary built environment imitating perceived advance technology where development is purely measured by material consumption is chaos. The present approach to meet dynamic and diverse demands emerging from the complexity and economical boom is fragmented and superficial. The challenge is to find order – the hidden patterns - through an approach that analysis and interprets the complexity with the holistic vision to offer contextual variety inclusive of qualitative richness in the existing chaos. Considering that Parametricism is based on algorithms and mathematics it is generally understood as quantification where as it is also important to understand its qualitative impact. The paper is an inquiry on qualitative gains of Parametricism that helps shaping society in Indian context. This is demonstrated by bringing forward understanding on qualitative gains of Parametricism exemplified with an academic exploration and inter-relating them with Indian examples to showcase the opportunities.
keywords	Parametricism; complexity; chaos
series	CAADRIA
email
last changed	2022/06/07 07:56

_id	acadia12_251
id	acadia12_251
authors	Winn, Kelly ; Vollen, Jason ; Dyson, Anna
year	2012
title	Re-Framing Architecture for Emerging Ecological and Computational Design Trends for the Built Ecology
doi	https://doi.org/10.52842/conf.acadia.2012.251
source	ACADIA 12: Synthetic Digital Ecologies [Proceedings of the 32nd Annual Conference of the Association for Computer Aided Design in Architecture (ACADIA) ISBN 978-1-62407-267-3] San Francisco 18-21 October, 2012), pp. 251-258
summary	The dualities of ‘Humanity and Nature’, ‘Organic and Inorganic’, Artificial and Synthetic’ are themes that have permeated architectural discourse since the beginning of the 20th c. The interplay between nature and machine can be directly related to the 19th c. discussion of nature and industrialism that was exemplified in the works of Louis Sullivan and Frank Lloyd Wright that spawned the organic architect movement. Echoes of these dichotomous themes have been resuscitated with the introduction of computational and information processing as a fundamental part of contemporary theory and critical praxis. The ability to go beyond simplistic dualities is promised by the introduction of data informed multi-variable processes that allow for complex parametric processes that introduce a range of criteria within evaluative design frameworks. The investigations detailed herein focuses on surface morphology development that are explored and evaluated for their capacity to reintegrate the ideas from genetic and developmental biology into an architectural discourse that has historically been dominated by the mechanistic metaphor perpetuated throughout the modern era. Biological analogues in nature suggest that the zone of decoration plays an important role in the environmental response and climate adaptability of architecture. The building envelope represents the greatest potential energetic gain or loss, as much as 50 %, therefore the architectural envelope plays the most significant role in energy performance of the building. Indeed, from an environmental performance standpoint, the formal response of the envelope should tend toward complexity, as biology suggests, rather than the reduced modernist aesthetic. Information architecture coupled with environment and contextual data has the potential to return the focus of design to the rhizome, as the functional expressions of climatic performance and thermal comfort interplay within other cultural, social and economic frameworks informing the architectural artifact. Increasing the resolution that ornament requires in terms of geometric surface articulation has a reciprocal affect on the topological relationship between surface and space: the architectural envelope can respond through geometry on the surface scale in order to more responsively interface with the natural environment. This paper responds to increasing computational opportunities in architectural design and manufacturing; first by exploring the historical trajectory of discourse on nature vs. machine in architecture, then exploring the implications for utilizing environmental data to increase the energy performance of architecture at the building periphery, where building meets environment creating the synthetic Built Ecology.
keywords	ecology , biomimicry , biophilia , natural , synthetic , artificial , parametric , digital , function , production , performance , modernism , form , ornament , decoration
series	ACADIA
type	normal paper
email
last changed	2022/06/07 07:57

_id	ascaad2012_008
id	ascaad2012_008
authors	Ambrose, Michael A. and Kristen M. Fry
year	2012
title	Re:Thinking BIM in the Design Studio - Beyond Tools… Approaching Ways of Thinking
source	CAAD \| INNOVATION \| PRACTICE [6th International Conference Proceedings of the Arab Society for Computer Aided Architectural Design (ASCAAD 2012 / ISBN 978-99958-2-063-3], Manama (Kingdom of Bahrain), 21-23 February 2012, pp. 71-80
summary	The application of digital design methods and technologies related to BIM and Integrated Practice Delivery are altering the how and what of architectural design. The way contemporary architecture is conceived and made is being transformed through the digital methods, processes and applications used in BIM. How architectural education and the design studio model evolve to reflect, interpret, translate, or challenge the multiplicitous and simultaneously variable modes of contemporary practice present opportunity and risk to this generation of digital scholars, educators and practitioners. Might we re-conceive the design studio as a venue in which a critical dialogue about how the many facets of architectural design practice are engaged? The possibilities afforded by BIM and Integrated Practice Delivery and digital design technologies are increasingly affecting what we make and simultaneously how we make as architects. Digital modeling of both geometry and information is replacing (or displacing) digital drawing. We see diminishing returns of the value of transforming three-dimensional spatial/formal ideas into two-dimensional conventional abstractions of those complex ideas. This comprehensive thinking promoted by BIM processes is one of the key advantages of using BIM leading to true design innovation. The reiterative learning process of design promoted in BIM promotes a rethinking of design studio education.
series	ASCAAD
email
more	http://www.ascaad.org/conference/2012/papers/ascaad2012_008.pdf
last changed	2012/05/15 20:46

_id	sigradi2012_56
id	sigradi2012_56
authors	Barros, Diana Rodríguez
year	2012
title	Diseño, Enseñanza y Prácticas Disruptivas. Marcos conceptuales de referencia [Design, Teaching and Disruptive Practices. Conceptual reference frameworks]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 251-254
summary	From the complex perspective of modern information society, knowledge and digital culture, we have detected limitations and obsolescente levels of much of the university educational system. We consider that teaching and learning reflect a beta protoparadigm state in constant construction. We value new ideas within the limits of education, communication and transmedia aesthetics, which contribute to the visibility of innovative practices and transformations. We reflect about necessary changes in the current education, from the diversification and reinvention of the use of educational technologies to liquid infrastructures. Our intention is to contribute to the conceptual frameworks development to fit sustainable strategies and result transferences towards classroom practices known as learning ecosystems.
keywords	Diseño; Enseñanza; Disrupción; Marcos conceptuales; Prácticas docentes
series	SIGRADI
last changed	2016/03/10 09:47

_id	sigradi2012_88
id	sigradi2012_88
authors	Borda, Adriane; Pires, Janice; de Vasconselos, Tássia Borges
year	2012
title	O Desenho (didático) para o Insight [Drawing didactic for Insight]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 277-280
summary	Knowledge of geometric drawing, hitherto considered previous in the training context in architecture, has little emphasis in the school curriculum. In the context this work, were recognized approaches such as shape grammar, which explain design practices, unveiling relationships of the geometric form. It was also identified practices of the Gestalt, established under the modern architecture, which sought to stimulate the student to have insights to think about geometric structures implicit in the form. From these references and digital tools, it is demonstrated the types of concepts and some of the exercises that are being used for the configuration of an learning for the insight.
keywords	Geometric drawing, insight, architectural design.
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	ecaade2012_302
id	ecaade2012_302
authors	Colakoglu, Birgül; Durmisevic, Elma; Pasic, Adnan
year	2012
title	International Collaborative Design Studio: Green Transformable Buildings
doi	https://doi.org/10.52842/conf.ecaade.2012.2.107
source	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejovska, Dana (eds.), Digital Physicality - Proceedings of the 30th eCAADe Conference - Volume 2 / ISBN 978-9-4912070-3-7, Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, pp. 107-114
wos	WOS:000330320600010
summary	Current trends in architectural practice such as an increased focus on sustainable design, integrated design, and the globalization of architecture are increasing the need for practitioners that are skilled in collaboration. Collaboration fosters innovation and creativity. It is a key operating principle for the 21st century and an important skill that an architecture student must be exposed to. The change in knowledge generation and creative problem solving is transforming education towards collaborative learning forcing architecture and engineering schools to address new course structures with “collaborative” aspect. The work presented in this paper draws its base from collaborative design learning. It describes an international collaborative design studio titled “International Design Studio: Green Transformable Buildings” conducted between three institutions, Y_ld_z Technical University (YTU)–Istanbul, University of Twente (TU)-Enschede Engineering Sciences and Industrial Design School, and Architecture Faculty of Sarajevo (AFS).
keywords	Collaborative design; collaborated learning; team work; design process
series	eCAADe
email
last changed	2022/06/07 07:56

_id	sigradi2012_286
id	sigradi2012_286
authors	de Andrade, Max; Ruschel, Regina Coeli
year	2012
title	Estrutura e caracterização dos modelos de projeto Performativo a partir da prática arquitetônica recente [Structure and characterization of performative design based on the recente architecture practice]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 378-382
summary	Based on case studies on performative design (generative performative design) in outstanding international architectural studios, this paper presents and discusses an important revealed characteristic of digital design in the observed practice. This feature is the coexistence of performative design with other digital design models, within the design process. From these considerations it is shown that this coexistence allows establishing conjectures about the digital design practices and highlights the importance of learning multiples digital design methods and techniques, which are essential to the digital design practice of some complex buildings.
keywords	Projeto performativo; modelos de projeto digital; desempenho; geração automática da forma; projeto arquitetônico digital
series	SIGRADI
email
last changed	2016/03/10 09:50

_id	cf2015_037
id	cf2015_037
authors	de Vries, Bauke; Grond, Manon and van der Zee, Aant
year	2015
title	Development of a multi-disciplinary university wide design course
source	The next city - New technologies and the future of the built environment [16th International Conference CAAD Futures 2015. Sao Paulo, July 8-10, 2015. Electronic Proceedings/ ISBN 978-85-85783-53-2] Sao Paulo, Brazil, July 8-10, 2015, pp. 37-46.
summary	Design is one of the basic skills of every engineer. However until now design is only seen as a core course in Architecture studies and lately in Industrial Engineering studies. This paper reports about the development of a design course for all departments of a typical technical university. After a short overview of design teaching tradition, an inventory is presented of the different interpretation of design by the various departments. The course development is presented over two periods: 2012-2014, and 2014-2015. In between a major change was conducted. The course learning goals and student evaluations are presented. In the discussion we reflect on fundamental and practical problems that occur in design teaching for such a wide audience. Finally we draw conclusions on the changing role of design what is needed to give design the same status as mathematics in a technical curriculum.
keywords	Design, Design teaching, Multi-disciplinary design
series	CAAD Futures
email
last changed	2015/06/29 07:55

_id	caadria2012_080
id	caadria2012_080
authors	Dounas, Theodoros
year	2012
title	Tactics of interactivity in Virtual Reality: Learning from 3d game tools
doi	https://doi.org/10.52842/conf.caadria.2012.223
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 223–232
summary	The present paper tries to explore the potential of visual-heavy tools in the creation of virtual reality worlds, with an emphasis on tools borrowed from 3d electronic games. Compared to earlier approaches in virtual reality creation the paper focuses on game design tools and provides a basic framework for interaction in virtual reality, based on classic rather than digital representations, which is then expanded using digital representations. In the second part of the paper a game creation tool is assessed based on its potential not only of usability but also on guiding the designer in specific paths to designing virtual worlds. The assessment is based on a case study of interaction design.
keywords	Virtual reality; 3d game design; open source
series	CAADRIA
email
last changed	2022/06/07 07:55

_id	sigradi2012_113
id	sigradi2012_113
authors	Espinoza, Verónica Paola Rossado
year	2012
title	Las redes sociales como apoyo a la realización del proyecto arquitectónico en el ámbito universitario [Social network to support the development of the architecture project in the university]
source	SIGraDi 2012 [Proceedings of the 16th Iberoamerican Congress of Digital Graphics] Brasil - Fortaleza 13-16 November 2012, pp. 104-108
summary	Nowadays, the subject of social networking is closely related to leisure, publicity and marketing. Few people consider them as a tool to support learning. However, with their daily activities online, students are developing, without thinking, skills that we do not directly perceive, such as collaborative work, interest and motivation for research. With the adequate methodology and teacher support, it is possible to guide these skills, innate in students, and get an effective collaborative work in developing the project. Through this research, applied to students of architecture, schemes are proposed to improve the teaching-learning process, and extend beyond the classroom.
keywords	arquitectura; educación; redes sociales; universidad; aprendizaje
series	SIGRADI
email
last changed	2016/03/10 09:51

_id	sigradi2014_018
id	sigradi2014_018
authors	Florio, Wilson
year	2014
title	Reflexão sobre seis residências emblemáticas a partir da tecnologia BIM e da fabricação digital [Reflection on emblematic residences from static / dynamic simulations and digital fabrication]
source	SiGraDi 2014 [Proceedings of the 18th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-9974-99-655-7] Uruguay - Montevideo 12 - 14 November 2014, pp. 311-315
summary	The aim of this paper is to report the teaching experience held in 2012 at Unicamp between three disciplines of representation. Students analyzed emblematic residences from digital and physical models. Digital models were produced in Revit and its building components were diagrammed in AutoCad. After that, these elements were sent to laser cutter, and hand assembled. In 3DS Max, 3D model allowed simulations such as rendered images and animations. We report the contributions of these analog and digital artifacts in the design process. This article contributes to reflection and debate on the application of digital technologies in the analysis of iconic buildings of architecture.
keywords	Geometric Modeling; Digital Fabrication; Model; Revit; Teaching-learning
series	SIGRADI
email
last changed	2016/03/10 09:52

_id	ecaade2012_305
id	ecaade2012_305
authors	Gürsoy, Benay
year	2012
title	The Hands-On Basics of Contemporary Design Education
doi	https://doi.org/10.52842/conf.ecaade.2012.2.059
source	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejovska, Dana (eds.), Digital Physicality - Proceedings of the 30th eCAADe Conference - Volume 2 / ISBN 978-9-4912070-3-7, Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, pp. 59-66
wos	WOS:000330320600005
summary	Learning in the design studio is usually fostered by doing and refl ecting on what is done. This paper fi rstly reiterates that the doing in design is computing, in order to argue for the need for a hands-on design learning even more so in the age of digital curricula. Secondly, it corroborates the importance of tactile involvement in doing, and thus computing, to foster design learning. An experiment is conducted with 15 first year students of architecture the results of which support the argument that hands-on involvement and its interpretation as computing is essential to learning in the studio.
keywords	Basic Design; digital curriculum; design computing; design cognition; physical interaction
series	eCAADe
email
last changed	2022/06/07 07:49

_id	ecaade2012_022
id	ecaade2012_022
authors	Ham, Jeremy J. ; Schnabel, Marc Aurel ; Datta, Sambit
year	2012
title	Developing Online Construction Technology Resources in Tectonic Design Education
doi	https://doi.org/10.52842/conf.ecaade.2012.1.135
source	Achten, Henri; Pavlicek, Jiri; Hulin, Jaroslav; Matejovska, Dana (eds.), Digital Physicality - Proceedings of the 30th eCAADe Conference - Volume 1 / ISBN 978-9-4912070-2-0, Czech Technical University in Prague, Faculty of Architecture (Czech Republic) 12-14 September 2012, pp. 135-142
wos	WOS:000330322400013
summary	We outline issues of importance in relation to tectonic design within the architectural profession and the relationship to architectural education in Australia. Twelve years of research and curriculum development at Deakin University is discussed, involving the creation of online resources and case studies, digitally-integrated projects relating to building construction and design studio education. The ethos behind the Construction Primer of engaging students as ‘amateur researchers’ in a way that ensures ‘that student research work is worth more than course assessment’ forms the pedagogical foundation of much of this work. A model of Socially Networked Construction Technology education has been developed that integrates social networks and the Internet to engage students in tectonic design within and outside the classroom through authentic curricula. Through the use of Virtual Galleries, Blogs, YouTube and social networks, a culture of peer learning and sharing has ben developed. Through shared knowledge facilitated through social networks, great potential lies for expanding the synergies between higher order learning and online resource development for design decision support.
keywords	Construction technology; social network; online learning; design decision support
series	eCAADe
email
last changed	2022/06/07 07:50

_id	caadria2012_052
id	caadria2012_052
authors	Ham, Jeremy J. and Marc Aurel Schnabel
year	2012
title	How social is the virtual design studio? A case study of a third year design studio
doi	https://doi.org/10.52842/conf.caadria.2012.173
source	Proceedings of the 17th International Conference on Computer Aided Architectural Design Research in Asia / Chennai 25-28 April 2012, pp. 173–182
summary	With the advent of social networks, it became apparent that the social aspect of designing and learning plays a crucial role in students’ education. Technologies and skills are the base on which learners interact. The ease of communication, leadership opportunity, democratic interaction, teamwork, and the sense of community are some of the aspects that are now in the centre of design interaction. The paper examines Virtual Design Studios (VDS) that used media-rich platforms and analyses the influence the social aspect plays in solving all problems on the sample of a design studio at Deakin University. It studies the effectiveness of the generated social intelligence and explores the facilitation of students’ self-directed learning. Hereby the paper studies the construction of knowledge via social interaction and how blended learning environments foster motivation and information exchange. It presents its finding based on VDS that were held over the past three years.
keywords	VDS; SNVDS; social intelligence; design education; social learning; problem-based learning
series	CAADRIA
email
last changed	2022/06/07 07:50

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